COURSE: BCT 122 FRAMING METHODS: FLOOR FRAMING COURSE DESCRIPTION: This course is designed to help the student gain proficiency in the
methods used to frame floor structures in light frame construction. Topics covered include,
stresses on framing, live loads, dead loads, span tables, balloon-framing, platform-framing,
framing for natural hazards, installing post and girders, laying out for and installing plates and
joist, laying sub floors, special framing & material estimation.
STEPS IN INTERGRATED COURSE DESIGN (FINK, 2003) INITIAL PHASE: BUILDING STRONG PRIMARY COMPONENTS
I. IDENTIFY IMPORTANT SITUATIONAL FACTORS
1. SPECIFIC CONTEXT OF THE TEACHING & LEARNING SITUATION
· Students in class (cohort): 6 · Students in program: 14 · Course Level: 2nd Quarter · Class Meeting: M-F; 8-3 · Course Delivery: : Face-to-Face
2. EXPECTATIONS OF EXTERNAL GROUPS
· Societal: Competent, reliable, dependable craftsman · Professional Accreditation: None · Curricular Goals: Employed upon graduation
3. NATURE OF THE SUBJECT
· Convergent or Divergent: Both · Cognitive or Physical Skills: Both · Paradigm Stability: Changing
4. LEARNER CHARACTERISTICS
· Life Situation: Running start, part-time working. single parent, living w/
relatives, full-time student (17-33 y.o.) · Learner Goals: Good paying job, self-employed, 4 year degree, build own
home, learn about field · Enrollment Reason: See Goals · Prior Experience: None to currently working in the trade · Prior Education: High school student to CC courses · Parents Educ: GED to college graduate · Learning Styles: Varied, See learning styles assessment
5. TEACHER CHARACTERISTICS
· Prior Experience: 15 years self-employed general contractor · Times Teaching: 2nd · Teach Again: Yes · Competence Level: High · Teaching Process: MA, Educ;
6. SPECIAL PEDAGOGICAL CHALLENGE
· Student: Already know this to do not know what I am doing · Teacher: Convey understanding in way that is significant to individual
II.IDENTIFY IMPORTANT LEARNING GOALS (What’s important a year later)
1. FOUNDATION KNOWLEDGE
· Key Information/ Ideas:
Identify: Structural Stresses; Live & Dead Loads; Basic Floor
Framing Components; Special Floor Framing Requirements
Understand: Different floor framing systems & products; A span table;
The purpose of individual floor framing components
2. APPLICATION
· Thinking Skills: Analyze floor framing plans, calculate material list · Practical Skills: Coordinate materials, layout & construct sub-floor · Complex Projects: Manage floor framing project from plans to finished
product
3. INTEGRATION
· (Intra)disciplinary Connections: Identify & compare differences/similarities
with roof/wall framing methods · Interdisciplinary Connections: Recognize the importance/role of math in
floor framing · Life connections: Discover the benefits of planning & doing it
right the first time
4. HUMAN DIMENSION
· Self-Learning/ Understanding: Develop into confident managers,
organizers, problem-solvers & framers · Interpersonal Learning/ Understanding: Develop an awareness of how one’s work ethic effects others (co-workers/clients)
5. CARING (CHANGES IN)
· Feelings: Be excited about producing a quality product · Interests: Become interested in ways of improving work effort & finished
product · Values: Hold oneself to the highest standard
6. LEARNING HOW TO LEARN
· Students will learn how to: Identify strengths/weaknesses in own learning
style & make appropriate adjustments; Identify & utilize trade information sources
III. FEEDBACK & ASSESSMENT
1. FORWARD-LOOKING ASSESSMENT
· As the result of having learned the basics of floor framing, the student is ready to frame a subfloor system based on construction drawings.
2. CRITERIA & STANDARDS
· Frame subfloor to industry standards.
5: Can determine all appropriate materials, tools & procedures for laying out & constructing a floor system based on a set of plans on their own. Able to supervise others.
4: Can determine most of the appropriate materials, tools & procedures for laying out & constructing a floor system based on a set of building plans.
Able to offer assistance to others.
3: Need help determining the appropriate materials, tools & procedures for laying out & constructing a floor system based on a set of plans. Able to follow supervision.
2: Unable to determine the appropriate materials, tools & procedures for laying out & constructing a floor system based on a set of plans. Needs frequent direction & supervision.
1: Unable to complete task with constant supervision
3. SELF-ASSESSMENT
· Students evaluate their own work based on the above criteria, local building codes & industry practices. Student then writes a report of their findings & presents it to the class. · Students evaluate others work from the point of view of the homeowner & of the building inspector. Student then writes a report of their findings & presents it to the class.
4. FIDeLity FEEDBACK
· At the end of each day a decompression time will be set aside to discuss what when right & what went wrong. Identify the days "WAY TO GO" MOMENT! · Feedback will be based on the work process as it relates to the course assessment criteria. Emphasis will be placed on improving individual performance (How can I do better next time?) · Encourage other staff/students to comment on work.
IV. (ACTIVE) TEACHING & LEARNING ACTIVITIES
1. EXPERIENCES
· Online searches · Video presentations · Demonstrations · Telephone calls · Hands on projects
2. INFORMATION & IDEAS
· IRC Building Code · COB Planning & Development · Manufacturer literature · Local building supply yard · Internet · Textbook
3. REFLECTING
· One minute papers · Weekly journal/time log · Discussion group/decompression time · Portfolio/Resume
V. COMPONENT PARTS INTERGRATION
Learning Goals:
Feedback & Assessment Procedures:
Teaching & Learning Activities:
1. FOUNDATION KNOWLEDGE: Identify & Understand: structural stresses; live & dead loads; basic floor framing components; special floor framing requirements: different floor framing systems & products; a span table; the purpose of individual floor framing components
1. Written/Oral Presentation: Everything I Know About…. 2. Class Discussion: Develop Criteria & Standards 3. Role Playing: You're the Boss so explain it to us... & Journal Reflection: What I knew, learned, still need to learn 4. Independent Research: Identify Local, Regional, International Text, Code, Trade (Books/Literature), Internet, Library 5. Contractor Licensure Written Exam: Multiple-Choice, Short Answer, Fill-in the Blank Format
2. APPLICATION: Manage floor framing project from plans to finished product
1. Background Knowledge Probe
2. Authentic Assessment
3. Building Project
4. Self-Assessment
5. Reading/Writing Assignments
6. Written Exam
1. Written/Oral Presentation: Everything I Know About…. 2. Class Discussion: Develop Criteria & Standards 3. Instructor Demonstration;Individual (Design) & Small Group ( Build) Hands-on Project: Subfloor Structure 4. Role Playing: Inspector Clouseau Building Inspection & Journal Reflection: What role does planning play in project management? 5. Independent Research: Research Local, Regional, International Text, Code, Trade (Books/Literature), Internet, Library 6. Inspector Licensure Written Exam: Multiple-Choice, Short Answer, Fill-in the Blank Format
3. INTEGRATION: Discover the benefits of planning & executing it right the first time.
1. Background Knowledge Probe
2. Authentic Assessment
3. Building Project
4. Self-Assessment
5. Reading/Writing Assignments
6. Written Exam
1. Written/Oral Presentation: Everything I Know About…. 2. Class Discussion: Develop Criteria & Standards 3. Instructor Demonstration; Small Group Hands-on Project: What would I do differently 4. Journal Reflection: What role does planning play in project management? 5. Independent Research: Research Local, Regional, International Text, Code, Trade (Books/Literature), Internet, Library 6. Project Manager Certification Written Exam: Multiple-Choice, Short Answer, Fill-in the Blank Format
4. HUMAN DIMENSION: Develop an awareness of how one’s work ethic affects others
1. Written/Oral Presentation: I believe the floor project was.....& this is why..... 2. Class Discussion: Develop Criteria & Standards 3. A/V Presentations; Role Playing: Co-workers/ Contractor-Customer Interaction 4. Journal Reflection: What was my experience, my co-worker's experience, the homeowner's experience?
5. CARING: Become interested in ways of improving work effort & finished
product
1. Written/Oral Presentation: My work ethic is.... 2. Class Discussion: Develop Criteria & Standards 3. A/V Presentations; Role Playing: Good work ethic/Poor work ethic 4. Journal Reflection: Does work ethic affect quality of work?
6. CONTINUED LEARNING: Identify & utilize trade information sources
1. Written/Oral Presentation: Bibliography of trade resources 2. Class Discussion: Develop Criteria & Standards 3. Journal Reflection: Is it important to keep current with trade information?
VI. COURSE STRUCTURE
1. TOPICS · Structural Stresses · Live & Dead Loads · Basic Floor Framing Components · Specials Floor Framing Requirements · Floor Systems & Products · Span Table · Floor System Construction Project
VII & VIII. TEACHING STRATEGY/OVERALL LEARNING ACTIVITIES
COURSE DESCRIPTION: This course is designed to help the student gain proficiency in the
methods used to frame floor structures in light frame construction. Topics covered include,
stresses on framing, live loads, dead loads, span tables, balloon-framing, platform-framing,
framing for natural hazards, installing post and girders, laying out for and installing plates and
joist, laying sub floors, special framing & material estimation.
STEPS IN INTERGRATED COURSE DESIGN (FINK, 2003)
INITIAL PHASE: BUILDING STRONG PRIMARY COMPONENTS
I. IDENTIFY IMPORTANT SITUATIONAL FACTORS
1. SPECIFIC CONTEXT OF THE TEACHING & LEARNING SITUATION
· Students in class (cohort): 6
· Students in program: 14
· Course Level: 2nd Quarter
· Class Meeting: M-F; 8-3
· Course Delivery: : Face-to-Face
2. EXPECTATIONS OF EXTERNAL GROUPS
· Societal: Competent, reliable, dependable craftsman
· Professional Accreditation: None
· Curricular Goals: Employed upon graduation
3. NATURE OF THE SUBJECT
· Convergent or Divergent: Both
· Cognitive or Physical Skills: Both
· Paradigm Stability: Changing
4. LEARNER CHARACTERISTICS
· Life Situation: Running start, part-time working. single parent, living w/
relatives, full-time student (17-33 y.o.)
· Learner Goals: Good paying job, self-employed, 4 year degree, build own
home, learn about field
· Enrollment Reason: See Goals
· Prior Experience: None to currently working in the trade
· Prior Education: High school student to CC courses
· Parents Educ: GED to college graduate
· Learning Styles: Varied, See learning styles assessment
5. TEACHER CHARACTERISTICS
· Prior Experience: 15 years self-employed general contractor
· Times Teaching: 2nd
· Teach Again: Yes
· Competence Level: High
· Teaching Process: MA, Educ;
6. SPECIAL PEDAGOGICAL CHALLENGE
· Student: Already know this to do not know what I am doing
· Teacher: Convey understanding in way that is significant to individual
II. IDENTIFY IMPORTANT LEARNING GOALS (What’s important a year later)
1. FOUNDATION KNOWLEDGE
· Key Information/ Ideas:
Identify: Structural Stresses; Live & Dead Loads; Basic Floor
Framing Components; Special Floor Framing Requirements
Understand: Different floor framing systems & products; A span table;
The purpose of individual floor framing components
2. APPLICATION
· Thinking Skills: Analyze floor framing plans, calculate material list
· Practical Skills: Coordinate materials, layout & construct sub-floor
· Complex Projects: Manage floor framing project from plans to finished
product
3. INTEGRATION
· (Intra)disciplinary Connections: Identify & compare differences/similarities
with roof/wall framing methods
· Interdisciplinary Connections: Recognize the importance/role of math in
floor framing
· Life connections: Discover the benefits of planning & doing it
right the first time
4. HUMAN DIMENSION
· Self-Learning/ Understanding: Develop into confident managers,
organizers, problem-solvers & framers
· Interpersonal Learning/ Understanding: Develop an awareness of how one’s work ethic effects others (co-workers/clients)
5. CARING (CHANGES IN)
· Feelings: Be excited about producing a quality product
· Interests: Become interested in ways of improving work effort & finished
product
· Values: Hold oneself to the highest standard
6. LEARNING HOW TO LEARN
· Students will learn how to: Identify strengths/weaknesses in own learning
style & make appropriate adjustments; Identify & utilize trade information sources
III. FEEDBACK & ASSESSMENT
1. FORWARD-LOOKING ASSESSMENT
· As the result of having learned the basics of floor framing, the student is ready to frame a subfloor system based on construction drawings.
2. CRITERIA & STANDARDS
· Frame subfloor to industry standards.
5: Can determine all appropriate materials, tools & procedures for laying out & constructing a floor system based on a set of plans on their own. Able to supervise others.
4: Can determine most of the appropriate materials, tools & procedures for laying out & constructing a floor system based on a set of building plans.
Able to offer assistance to others.
3: Need help determining the appropriate materials, tools & procedures for laying out & constructing a floor system based on a set of plans. Able to follow supervision.
2: Unable to determine the appropriate materials, tools & procedures for laying out & constructing a floor system based on a set of plans. Needs frequent direction & supervision.
1: Unable to complete task with constant supervision
3. SELF-ASSESSMENT
· Students evaluate their own work based on the above criteria, local building codes & industry practices. Student then writes a report of their findings & presents it to the class.
· Students evaluate others work from the point of view of the homeowner & of the building inspector. Student then writes a report of their findings & presents it to the class.
4. FIDeLity FEEDBACK
· At the end of each day a decompression time will be set aside to discuss what when right & what went wrong. Identify the days "WAY TO GO" MOMENT!
· Feedback will be based on the work process as it relates to the course assessment criteria. Emphasis will be placed on improving individual performance (How can I do better next time?)
· Encourage other staff/students to comment on work.
IV. (ACTIVE) TEACHING & LEARNING ACTIVITIES
1. EXPERIENCES
· Online searches
· Video presentations
· Demonstrations
· Telephone calls
· Hands on projects
2. INFORMATION & IDEAS
· IRC Building Code
· COB Planning & Development
· Manufacturer literature
· Local building supply yard
· Internet
· Textbook
3. REFLECTING
· One minute papers
· Weekly journal/time log
· Discussion group/decompression time
· Portfolio/Resume
V. COMPONENT PARTS INTERGRATION
2. Authentic Assessment
3. Self-Assessment
4. Reading/Writing Assignments
5. Written Exam
2. Class Discussion: Develop Criteria & Standards
3. Role Playing: You're the Boss so explain it to us... & Journal Reflection: What I knew, learned, still need to learn
4. Independent Research: Identify Local, Regional, International Text, Code, Trade (Books/Literature), Internet, Library
5. Contractor Licensure Written Exam: Multiple-Choice, Short Answer, Fill-in the Blank Format
2. Authentic Assessment
3. Building Project
4. Self-Assessment
5. Reading/Writing Assignments
6. Written Exam
2. Class Discussion: Develop Criteria & Standards
3. Instructor Demonstration; Individual (Design) & Small Group ( Build) Hands-on Project: Subfloor Structure
4. Role Playing: Inspector Clouseau Building Inspection & Journal Reflection: What role does planning play in project management?
5. Independent Research: Research Local, Regional, International Text, Code, Trade (Books/Literature), Internet, Library
6. Inspector Licensure Written Exam: Multiple-Choice, Short Answer, Fill-in the Blank Format
2. Authentic Assessment
3. Building Project
4. Self-Assessment
5. Reading/Writing Assignments
6. Written Exam
2. Class Discussion: Develop Criteria & Standards
3. Instructor Demonstration; Small Group Hands-on Project: What would I do differently
4. Journal Reflection: What role does planning play in project management?
5. Independent Research: Research Local, Regional, International Text, Code, Trade (Books/Literature), Internet, Library 6. Project Manager Certification Written Exam: Multiple-Choice, Short Answer, Fill-in the Blank Format
2. Authentic Assessment
3. Self-Assessment
4. Reading/Writing Assignments
2. Class Discussion: Develop Criteria & Standards
3. A/V Presentations; Role Playing: Co-workers/ Contractor-Customer Interaction
4. Journal Reflection: What was my experience, my co-worker's experience, the homeowner's experience?
product
2. Authentic Assessment
3. Self-Assessment
4. Reading/Writing Assignments
2. Class Discussion: Develop Criteria & Standards
3. A/V Presentations; Role Playing: Good work ethic/Poor work ethic
4. Journal Reflection: Does work ethic affect quality of work?
2. Authentic Assessment
3. Self-Assessment
2. Class Discussion: Develop Criteria & Standards
3. Journal Reflection: Is it important to keep current with trade information?
VI. COURSE STRUCTURE
1. TOPICS
· Structural Stresses
· Live & Dead Loads
· Basic Floor Framing Components
· Specials Floor Framing Requirements
· Floor Systems & Products
· Span Table
· Floor System Construction Project
VII & VIII. TEACHING STRATEGY/OVERALL LEARNING ACTIVITIES
-Reflective Dialogue (RD)
-Information & Ideas (II)
-Experience (E)
Jeopardy
(RD, II, E)
Written Exam
(II)
(II,E)